Pedagogical anarchitectures: critical practices and territorial contestations in the Spatial Academy of Santiago de Chile

Актуальність дослідження зумовлена потребою суспільства в прискоренні темпів цифровізації професійної (професійно-технічної) освіти та відсутністю методологічного й методичного забезпечення даного процесу. Мета – обґрунтувати структуру та зміст організаційно-педагогічних умов формування цифрової культури педагогічних працівників закладів професійної освіти. Методи: співставлення наукових фактів та узагальнення педагогічного досвіду з екстраполюванням в теорію та методику професійної освіти проаналізованих наукових положень та емпіричних уявлень; вивчення документації й результатів діяльності педагогічних працівників закладів професійної освіти; педагогічного спостереження та самоспостереження. Результати: проаналізовано сучасний стан професійної освіти і зокрема стан цифрової культури педагогічних працівників; акцентовано увагу на посиленні тенденції цифровізації, зумовленій світовою пандемією; виявлено основні причини низького рівня цифровізації (домінування консервативних підходів до організації навчання, складні механізми впровадження наставництва та режимів навчання на засадах продуктивних діяльності); охарактеризовано оптимальні шляхи вирішення проблеми (використання гібридних моделей навчання, забезпечення відповідної інфраструктури, рівного доступу до Інтернету та цифрових освітніх ресурсів, організація навчання цифровим навичкам педагогів). Висновки: обґрунтовано власний комплекс організаційно-педагогічних умов, як підсистеми розвитку цифрової культури педагогічних працівників закладів професійної освіти, що складається з трьох блоків (особистісно-професійний блок, що складається з володіння педагогічними працівниками цифровими засобами та готовності до самоосвітньої діяльності з вдосконалення володіння цифровими засобами та сервісами; організаційно-технічний блок, що передбачає створення цифрового освітнього середовища ЗПО та організацію освітнього процесу на основі підходів змішаного навчання (blended-learning); змістово-процесуальний блок, що містить електронні навчальні курси розміщенні у Системі управління навчанням (СУН), та авторський курс «Цифрові технології в професійній освіті».

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers’ pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

This paper presents an overview of a quarter-long design-build project in the Fundamentals of Engineering (FE) course sequence, which is part of the First-Year Engineering Program at The Ohio State University (OSU). The current design-build project is discussed along with a justification for the need to institute a replacement. The primary focus of this paper is a unique collaboration model which was developed to address this need. Faculty, staff, and graduate teaching associates from the First-Year Engineering Program joined with the Industrial, Welding and Systems Engineering (IWSE) Department to investigate possible solutions. The paper describes the curriculum research and design methods used by the curriculum team. The document also discusses the requirements and constraints of the project and presents a detailed timeline of the evaluation and feedback tools implemented. The evaluation and feedback tools used are explained along with sample worksheets. The results of the first quarter are discussed in light of the constraints and requirements of the FE program. Finally, the improvements from the second quarter trials are further explained. This paper will provide clear examples of the project’s various cycles, discussion of the planned implementation process, and examples of the final roller coaster design. The collaboration model is reviewed, with experiences gained and future plans presented. I. Introduction The Fundamentals of Engineering (FE) course sequence is part of the First-Year Engineering Program at OSU, and is mandatory for all students not enrolled in the Honors equivalent. The FE sequence consists of two courses (ENG 181 and ENG 183), in which students are exposed to Engineering drawing, MATLAB, Excel, hands-on labs, and a quarter-long design-build project involving different fields of engineering. Enrollment in these courses is approximately 1000 students. The current design-build project is entering its third year of full-scale use, and the need to institute a replacement was identified as the result of a curriculum analysis. With up to 162 student teams using lab space and materials in a given quarter, the challenge is to create a replacement that is intellectually challenging while at the same time makes wise and economical use of space and materials.

This paper analyses how collaborative practices influence sustainability initiatives and the relational rents of Brazilian coffee companies supplying global supply chains (GSC)s. Multi-case study data was collected via interviews and documentary analysis and examined using the relational view theoretical lens. The results indicate that collaborative practices lead to significant improvements within the supplier’s sustainability initiatives and consequently within their processes related to the exportation of goods. Thus this study suggests that collaborative practices generate important relational rents in GSCs (for example through relationship-specific assets) and are important facilitators of sustainability for emerging economy suppliers.

The content and methods of research adopted reflect the expertise of researchers and the capability of academic programs. This study analyzed the health researchers conducted in the Ilocos Region and focused on quantity and quality. The descriptive research design was utilized in the study. The respondents were the health researchers in Ilocos Region. The data were gathered through the use of a questionnaire and supplemented by documentary analysis and interviews. The quality of the researches was evaluated by the researchers themselves and then validated by two research experts. Results showed that there were 241 health researchers and 248 health researchers conducted in the region. The health researchers conducted in the hospitals were mostly clinical, while those conducted in the academic institutions were theses and dissertations. Majority of the researches were conducted by individual authors and personally funded and mainly focused on local concerns. Most of the researches were published in research and scientific journals, disseminated through forums, conferences, research display and exhibits, but they were not actually utilized. In general, the health researchers conducted in the region had average quality. The study concluded that researches were moderately relevant and responsive, highly effective, highly scientific, highly transferable, but slightly disseminated. Furthermore, the personal and professional variables of the respondents contributed significantly to the quantity and quality of the health researchers conducted. Keyword - health research, documentary analysis, scientific journals, Ilocos Region

University of North Dakota School of Medicine and Health Sciences.

Background: Over the last two decades, teachers’ use of models has been frequently highlighted as a possible future for physical education. Literature has also shown that collaborations between teachers and researchers can be effective in supporting teachers not only to successfully implement but also sustain their long-term use of models Despite this evidence, the practice of collaboration itself has so far, at best, been an implicit focus for investigation and the ways in which collaborations are practised seem to vary. Purpose: In this paper, we argue that there is a need to move beyond stating that collaborations work and understand more about the different ways collaborations between teachers and researchers might be practised. We do so by presenting three empirical illustrations which represent different collaborative practices and discuss the consequences these have for teachers’ implementation of models. Methods: The empirical illustrations draw on data from teacher interviews, recorded workshops and the first author’s reflective research diary collected over a two-year collaborative project. Through a cyclical and iterative process of analysing the data we identified three ways in which the practice of collaboration was practised: ‘the researcher knows best’, ‘basing learning on the needs of the teachers’ and ‘the end of the beginning’. To further our understanding and discuss the consequences of these practices, we used practice architectures , models-as-specification versus models-as-prescriptionand fidelity to procedure versus fidelity to goals as theoretical concepts. Illustrations: The ‘researcher knows best’ illustration represents a collaboration in which the researcher believes they know best about what the teachers should learn and what they would benefit from most. Hence, the researcher provided knowledge about how and why pedagogical models could be implemented, without consulting the teachers. The second illustration, ‘basing the learning on the needs of the teachers’ investigates how the researcher tried to learn from their on-going experiences and adjust the way they approached the collaboration with the teachers, to increase the level of teacher autonomy. The third illustration, ‘the end of the beginning’ shows a collaboration in which the researcher deliberately took a more peripheral role. This allowed the teachers to decide both on what they needed to learn and how this could be achieved. Conclusions: Although our theoretical concepts allowed us to problematize different aspects of all these practices, it is not our ambition to say that there is a right or wrong way of working together to enable teachers to implement models. Indeed, we suggest that to collaborate is something that needs to be continuously practised by both teachers and researchers to respond to the different needs at different times in the process of collaboration. In conclusion, we suggest that planning for collaborations that; (1) allow models to be considered as specifications for practices and (2) allow fidelity to be considered in relation to the overall purpose of the model, could serve as two guiding principles for future collaborations.

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

ABSTRACTA study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers’ understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers’ collaborative practices in the IEP process. In the RoI, teachers working as special education teachers (SET) can avail of State-funded professional development through an award-bearing model provided by universities. The study combined survey of three cohorts of teachers who undertook this professional development course in one university with follow-up focus groups, observation and documentary analysis in five schools. Challenges to effective team functioning were identified in relation to the constructs of joint instructional work, communication, and values and ethics. Building on these constructs, this paper proposes a framework for developing competencies in collaborative practice for inclusion of students with IEPs with implications for practice and for teacher educators.

The Forest Stewardship Council (FSC) is an international NGO promoting sustainable forest management by setting standards and certifying timber as eco‐friendly. After facing significant resistance from the Chilean forestry sector, which is plagued by environmental and territorial conflicts, FSC began certifying Chile's main forestry corporations in 2010. This article examines the implementation of FSC's standards by addressing two questions. First, how does FSC function in practice, including the roles of consultants, chambers, and instruments in the certification process? Second, what are the scope and limitations of FSC in achieving sustainable development and managing forestry industry conflicts? Elaborating on 24 interviews with key forestry stakeholders, ethnographic fieldwork, and documentary analysis, the findings indicate that FSC enhances management practices in the forestry industry by promoting legal compliance, rational production management, and improved relations between firms and local communities. FSC provides a green imaginary that ‘cleans up’ timber production as conflict‐free, facilitating its free circulation in the international market. However, as a private governance system, FSC is based on an artificial consensus that has limitations such as power imbalances between firms and communities, limited sanctioning power, and close ties with large industry actors. This neoliberal form of governance fails to resolve structural problems between industry and indigenous communities, yet it creates strategic opportunities for mediating the relationships between actors. In Chile, FSC enables incomplete citizenship for communities and serves as a ‘soft regulation’ for firms, reducing the likelihood of increased State regulation in the forestry sector.

Este artigo analisa a situação de injustiça ambiental e conflito decorrentes da construção de uma via expressa sobre o território da Reserva Extrativista (Resex) Marinha do Pirajubaé, no município de Florianópolis, sul do Brasil. Para isso, foi realizada análise documental e entrevistas semiestruturadas com extrativistas da Resex e técnicos do ICMBio. Observou-se que os significados e interesses relacionados à apropriação e uso do território da Resex instituíram a situação de injustiça ambiental sobre os extrativistas e são o objeto do conflito entre eles e o poder público e setor empresarial envolvidos com a execução da obra, incluindo o licenciamento ambiental prévio e obrigatório. Na situação observada, os interesses econômicos prevaleceram sobre o controle ambiental e os interesses dos extrativistas que resistiram à execução da obra. Embora a existência de uma Resex não impeça situações de injustiça ambiental e conflitos territoriais, ela é relevante para seu enfrentamento pelos extrativistas.

This paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education administrative levels. A document analysis framework stipulated by the larger study identified the attributes of teacher leadership. Twenty-one documents were analysed and the attributes in relation to five considerations impacting teacher leadership are discussed. Results indicated differences of dominant attributes across each of the levels: however, accountability and advocacy are consistently represented. Accountability filters through all four levels. The system is beginning to advocate and acknowledge pathways to leadership. At the state level, teacher leadership is strengthened through professional and collaborative practices. However, this paper suggests this is not consistently evident at the regional and local levels due to a number of pertinent organisational issues.

Introduction: Active ageing and quality of life are concepts not easily defined and implemented and assumed in official and public discourse as goals to be achieved for a society that wishes to improve large groups lives such as older persons. Neither official documents defining public policies nor social discourses offer commonly accepted rules for assessing them. This chapter specifically aims at examining how civil society organizations (CSOs) position active ageing and quality of life in their policy documents as tools to exert political pressure in the design of three fundamental dimensions of public policy: health, financial security and physical and social environment.Materials and method: The research uses documents produced by Latin American CSOs that implement their role in the construction of policies relating to active ageing and quality of life in Latin America and the Caribbean (Santiago de Chile, Brasilia, Tres RÚos and YpacaraÚ) and that derive from the agreements at the World Assembly on Ageing held in Madrid in 2002.Results: The initial hypothesis is that CSOs have a recognized influence on the creation of public policies, but their real impact is limited as a result of the dominant role of government. Documentary analysis will permit an assessment of this role and the proposal of a more advanced and effective position for CSOs in the creation and implementation of public policies on active ageing.

Technology Enhanced Learning (TEL) is a teaching and learning approach that utilizes various forms of technology to enhance the learning experience (Cochrane, Redmond, and Corrin, 2018). One example of TEL is the use of digital fabrication, where we can find various open-source prototyping platforms, in educational settings. ADAPTA is an assistive technology educational event, in which elder people and students came together in meaningful and authentic domestic problem-solving educational activity, implementing the CPA methodology, based on a process of observation and prototyping, attempts to open a space for the design of assistive parts/devices for the elderly to improve your quality of life, through creation, testing, fabrication and usage of the pieces. A relevant aspect of the CPA methodology is that it allows the cultivation of 21st Century skills, through challenging projects that encourage the four Ps – Project, Passion, Peers and Play (Resnick, 2017).
 
 The CPA in Spanish, (APC in English for Autonomous Project Cell) methodology is a four-step process that can be used in conjunction with digital design processes and digital fabrication to support TEL. The four steps of the CPA methodology are: (a) Observation: This step involves students observing and documenting their surroundings or a specific problem they want to solve. This can involve collecting data, taking photos, or sketching out ideas in a real space (b) Documentation: In this step, students document their observations and ideas in a clear and organized manner. This can involve creating a written report, creating a visual representation of their ideas, using an open source online platform (c) Make/reflect: In this step, students used analog drawing and sketches, digital drawing, and digital fabrication. Later, the Arduino platform to create a prototype of their solution. This can involve programming the Arduino using a variety of programming languages, such as C++ or Python, and connecting various electronic components to the Arduino to create their desired outcome. As they work on their prototype, students should also be encouraged to reflect on their progress and make any necessary adjustments (d) Show and Tell: In the final step, students present their prototype to their peers and teachers/guides, demonstrating the functioning of their solution and explaining the process they followed to create it. This step allows students to share their learning with others and receive feedback on their work.
 
 Following the 2018 OECD objectives that aspire to an education that promotes individual, social and planetary well-being, we pay special attention to the domestic problems experienced by older adults. Considering that 16.2% of the country's inhabitants are over 60 years of age and, according to data from the Casen Survey, some 460,000 elderly people live in single-person households in Chile, it is important to pay attention to how aging creates difficulties in mobility and coexistence with the environment of the domestic space, such as the kitchen and bathroom, with the handling of forces and weights, difficult access, unattainable heights, etc. The workshop took place at a municipal space (Hub Providencia) in Santiago Chile, which met every week, showing them a variety of possible solutions to start observing in their homes, how they interacted with space and usability.
 Examples of possible solutions: 3d printed gadgets: open bottle, cary 3 bags, separate a book, open a bottle Nb 2.By following the CPA methodology, students were engaged in authentic problem-solving activities and learn valuable skills, such as critical thinking, communication, and collaboration. The use of digital drawing and fabrication, and Arduino in TEL could help the elder group to start designing from the drawing (pencil and paper). Afterwards this product was taken by the younger group of students, who were in charge of building the physical prototype. By providing hands-on opportunities for both group of students to engage in authentic problem-solving activities, they could converge on physical products that were finally given from the younger students to the elder ones.

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