Pedagogy Course Research Articles

In memory of Ziya Kamali (1873–1942) (to the 150th anniversary of his birth)

The year 2023 will be marked by the 150th anniversary of the birth of the Russian Muslim religious and public figure, theologian, teacher-reformer and educator Ziya Kamali (1873–1942). Anniversary events can serve as a good tool for analyzing trends and prospects for studying the creative heritage of the thinker. The relevance of the topic is due to the growing interest of researchers in the heritage of the thinkers of the Muslim East, the historical experience of various cultural and civilizational traditions in the modern multicultural and multi-confessional society in Russia and globalization in the world. This publication is intended to reflect the main milestones in the life and career of the hero of the day. Particular attention is focused on the personal contribution of Kamali to the formation and development of the Jadid Madrasah "Galiya" (Ufa, 1906–1919), as well as the Tatar women's education in Ufa. Under the leadership of Kamali, Galiya Madrasah became one of the leading Russian Muslim educational institutions, and the summer pedagogical courses organized by the Tatar theologian turned into a kind of educational and methodological center for Russian Muslim teachers. Descriptions are based on prior literature. In addition, for the reconstruction of the creative biography of the famous Jadid, both unpublished archival materials and published sources, in particular, the Tatar pre-revolutionary press, were involved.
 For citation: Akhtyamova A.V. In memory of Ziya Kamali (1873–1942) (to the 150th anniversary of his birth). From History and Culture of Peoples of the Middle Volga Region. 2023, vol.13, no.2, pp.128–142. https://doi.org/10.22378/2410-0765.2023-13-2.128-142 (In Russian)

Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers

This paper presents the results of a study aimed at exploring the potential of technologies as learning mediators enabling the adoption of interactive and conversational teaching approaches for nurturing engagement and participation, to the benefit of the learning quality. The study was carried out at the University of Florence, involving 138 teachers attending the course of Special Pedagogy and Integrated Management of the Class Group. The empirical study adopted a mixed approach based on an online survey combined with participant observation. The elaboration of the questionnaire data and the transcribed observations indicate positive aspects such as increased levels of participation in the lessons, a more relevant and meaningful learning experience and increased motivation to follow and learn. Although the results of this study are promising, further investigation should be carried out to understand participants' perspectives and thus improve learners' engagement, in favour of pedagogical innovation.

POLÍTICA NACIONAL DE FORMAÇÃO DE PROFESSORES: UM ESTUDO SOBRE A EVASÃO NO CURSO DE PEDAGOGIA

Faced with the expansion of higher education, resulting from the implementation of public policies to expand access, discussions on democratization, permanence, graduation and dropout gained prominence on the national scene. This article aims to analyze the motivations that culminated in the dropout of students from the Pedagogy course, in person, at a federal university in the interior of the state of Minas Gerais. The methodological procedures adopted to carry out the study were based on the application of an online questionnaire on Google Forms and the performance of two semi-structured interviews via Google Meet. The project was submitted to Plataforma Brazil and the Research Ethics Committee, obtaining a favorable opinion. The data were analyzed using the Sociology of Higher Education productions as a reference, specifically themes related to access, permanence, evasion in higher education (COULON, 2008; TINTO, 1975) and teacher training. The data showed that, among students who did not request support from student assistance, the main conditioning factor for evasion refers to the incompatibility of schedules between work and study, followed by the change of course. Among the students who benefited from student assistance programs, the most prominent reason is the lack of interest in the field. The data reinforce the importance of the role of permanence policies that act both to supply the material and symbolic conditions related to the permanence of students in educational institutions.

Педагогические традиции подготовки учителей начальных школ в Псковской Мариинской женской гимназии в конце XIX века

The article presents the historical and pedagogical experience of training teachers for elementary public schools in the eighth (additional) pedagogical class and in pedagogical courses at the Pskov Mariinsky Womens Gymnasium. In the context of the conditions of Russian reality at the end of the 19th century issues related to the need for teaching staff, the interest of regional authorities in their stable training, supported by appropriate financial policies, are highlighted. Particular attention is paid to aspects related to the content and organization of the theoretical and practical training of trainees, as well as their final certification. Conclusions are drawn about the possibility of using a number of the considered pedagogical traditions in the modern system of training elementary school teachers.

Teacher and power: the evolution of professional requirements in the 1920–1930s

The study of the initial Soviet stage of the general education history is important both for understanding the transformative processes in the Soviet society as a whole, and for comparing the Soviet and post-Soviet societies. This issue is particularly topical due to the fact that, in accordance with the decree of the President of Russia, 2023 has been declared the Year of Teacher and Mentor. Having defined the impact of the state on the formation of priorities for professional activities in general education as the subject of research, the author highlights the educational and pedagogic course of work. An analysis of archival documents stored in the funds of the State Archive of Recent History of the Saratov Region was carried out. 1918 - 1941 Documents were studied within the framework of two historical periods. The first period started with the adoption of the "On a unified labor school" provision and ended in 1930 with return to stable programs and textbooks, the second period started in 1930 and ended with the beginning of World War II (1941). As a result of the study, it was found that loyalty to the content of educational programs in the twenties was replaced by increased control in the thirties. This period is characterized by the of teachers activities monitoring expansion that included student performance, the sanitary condition of schools, the school staff performance, assessment of the calligraphy rules observing by teachers when putting grades in students notebooks. Educational work remained a priority, since the curriculum in any discipline was associated with the communist education. The socialist competition in the school became a tool for controlling the professional activities of teachers. Educational institutions were involved in the socialist completion along with industrial enterprises. For schools the competition combined both vectors of teachers activities control and educational and pedagogic work in one tool. The widespread practice of ignoring the fulfillment of socialist competition conditions testifies to its visibility. The data, stored in the regional archive, on cases of conscious violation of the established work order, socialist competition imitation confirm that.

Breakdowns and breakthroughs. Handling challenging moments in university teaching

ABSTRACT Research on Higher Education (HE) documents a plethora of applicable teaching practices and improvements focused on better instructional planning. Yet, what happens when carefully crafted plans must be abandoned due to something unforeseen? This study documents teaching situations when things do not work as expected, where moments of breakdown alter a planned pedagogical course of action. Analysing these moments and their aftermath directs attention to empirical events rendering visible some overlooked, but revealing aspects of HE teaching. We conducted a qualitative study into the characteristics of breakdowns and how teachers handle such situations. University teachers from different disciplinary backgrounds and academic positions were interviewed about teaching experiences they found challenging. From our nine semi-structured interviews, three were selected for this paper. Inspired by methodology from Science and Technology Studies (STS), breakdowns are theorised as analytically generative moments for understanding ways in which technology, subject knowledge, and teacher-student relations, are intertwined. We offer terminology for discussing breakdowns and how elements of teaching practice can transmute and recombine into novel forms of practice. The study provides evidence relating to how breakdowns manifested in multiple ways, and despite abruptness and threats of disjointedness, gave rise to improved interaction, methodological development, and long-term learning. Three key phases are identified: breakdown, remobilisation and re-stabilisation. Further, rendered visible are ways in which teaching relies on material complexities and interdependencies. Breakdowns were sources of trouble, tension, and discouragement, but also facilitated instructional creativity opening space for unanticipated and inventive approaches to teaching (breakthroughs).

How does university teachers’ pedagogical training meet topical challenges raised by educational research? A case study from Finland

Through a literature review, this study identified research themes related to university pedagogy and examined how these themes appear in the curricula of university pedagogy courses and in the experiences of the participants and trainers of these courses at a Finnish research university. The literature review produced a multidimensional model of the relationships between identified themes, which can be used as an analytical tool for examining pedagogical training. Analysis of the courses revealed a need to broaden the understanding of the course contents and practices and their alignment to global, societal, and labour-market needs.

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Purpose: This study aims to examine the information packages of compulsory professional pedagogical courses in elementary mathematics programs of the Faculty of Education, for which only the field of curriculum and instruction is responsible within educational sciences, according to accreditation.
 Methodology: Content analysis was performed within the study designed in line with the document analysis method. Frequency was used in analysis of the data collected through the packages of "Teaching Principles and Methods" and "Instructional Technologies" courses in 89 programs for training elementary education mathematics teachers. The study also includes categories and citations for reasons for incompatibility with accreditation. 
 Findings: It is concluded that approximately two-thirds of packages are incompatible. Almost all packages include the necessary parts. The activities and measurement&evaluation methods in private universities or accredited programs precede in terms of compatibility with accreditation. In general, the order of the elements from the most to the least compatible with the accreditation program are; activities, learning outcomes, course objective, and measurement&evaluation methods. 
 Highlights: It is noted that course packages are still not viewable. In terms of being compatible for certification, while certified programs are likely to have advantages over others, it is also probable that they may face comparable challenges.

Exploring Preservice Teachers’ Experiences of Implementing Culturally Responsive Teaching in the ESL Classrooms

Teaching that is culturally responsive (CRT) goes well beyond mentioning students' native cultures or using examples of traditions and customs. This strategy might make students feel included, but it falls short of adding the required rigour to our teaching methods. Although the number of ESL students has increased, teacher preparation programmes sometimes are deprived of preparing incoming teachers to work with a variety of students. The researchers used qualitative methods to investigate how preservice English teachers perceived and engaged with instructional pedagogies that were intended to support their learning and apply to their current practicum experiences and teaching careers in this case study, which was specifically created to improve a pedagogical course on English language development. Data were gathered by observations and interviewing techniques, and they were then inductively examined. According to the results, preservice teachers were most interested in the course material when they were directly related to their prior teaching experiences, and they were least interested when those links were not made clear.

Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education.

Differentiated instruction (DI) is an inclusive method of instruction by which teachers provide multiple possibilities for learning based on students' backgrounds, readiness, interests, and profiles. Acknowledging student diversity in Canadian classrooms, this study explores STEM teacher candidates' (TCs') preparation to implement DI in a STEM curriculum and pedagogy course in a teacher education program. The course is enriched with DI resources and training focused on equity, diversity, and inclusion (EDI). The course efficacy in enhancing TCs' implementation of DI is explored through the following research questions: (1) What is the impact of the course on TCs' implementation of DI, (2) How do TCs develop curricula to be inclusive of DI strategies, and (3) What successes and challenges do TCs encounter when developing DI-focused curricula? The study adopts a mixed-method approach, in which data sources include pre-post questionnaires and semi-structured interviews. Participants are 19 TCs enrolled in the second year of the teacher education program at a Canadian university. Findings suggest that the course empowered TCs to integrate DI principles and strategies in their coursework. This success reiterates the importance of opportunities aimed at enhancing teachers' preparation to incorporate DI in their practices. The findings call for adopting similar approaches in pre-service and in-service teachers' training to ensure that DI principles and strategies are deeply rooted in teachers' practices. The study informs teacher educators about integrating EDI in teacher education programs' curriculum and overall planning.

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.

Examining How Voice Teachers Influence Student Achievement

While studies have defined voice teacher expertise, seldom have associations been made between voice teachers and their students’ performing achievements. This study investigated which characteristics and attributes of successful classical and music theatre voice teachers influence student success. A sample of 123 Australian voice teachers (77% females, 22% males, 1% non-binary), aged 26–78 years old (M=48.23), completed an online, quantitative survey examining teacher background, experience, and genre. Additionally, standardized, quantitative measures examined psychological components such as teacher empathy and leadership. Findings demonstrated statistically significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Additionally, teacher leadership, specifically training facilitation and positive feedback, was statistically positively associated with student achievement. Teacher genre was not found to influence student success. These findings indicate that incorporating leadership training into voice pedagogy courses, while facilitating ongoing performing and professional development, could contribute to voice teacher expertise which would conceivably produce more successful students.

The impact of academic disciplines on a constructively aligned internationalised curriculum.

Internationalisation has moved to the core of universities' mission, emphasising the qualitative elements of internationalisation, which is inter alia evident in the implementation of an internationalised curriculum. The latter must be implemented following the constructive alignment model; thus, the framework for a constructively aligned internationalised curriculum is proposed in this article, combining an internationalised curriculum with Biggs' constructive alignment model. Since academics are the owners of an internationalised curriculum and they are determined by their academic disciplines, in this paper, the impact of disciplines on a constructively aligned internationalised curriculum is evaluated, following Biglan's typology of academic disciplines. It was found from the sample of 1367 academics from all Slovenian higher education institutions that an internationalised curriculum is constructively aligned in practice, wherein we observed relevant disciplinary differences in the level/rate of appearance of international perspectives in the individual steps of a constructively aligned internationalised curriculum, with a noticeably higher incidence in the case of soft disciplines. Besides introducing the framework for a constructively aligned internationalised curriculum and identifying relevant differences between disciplines, an important contribution to the research topic is in several other characteristics of academic professions that were identified as having an impact on the implementation of an internationalised curriculum. Examples of these were academics' inclusion in pedagogical courses and academics' various modes of international engagement. The authors also highlight several opportunities for improvement and further research, as well as implications for the enhancement of curriculum internationalisation in hard disciplines.

Photography in the Training of Erasmus Students – towards Deformalization and Strengthening the Interaction between Formal and Nonformal Education

The text examines various aspects related to the Photography and Pedagogy course, conducted with Erasmus students. The question of the content, organization and technical provision of the course in the context of conducting it in a distance format was touched upon. The difficulties and opportunities that the situation with the coronavirus has created are outlined, including from the point of view of the formalization of education and the creation of a new educational reality, which symbiotically cooperates the possibilities of formal and informal education.

Henryk Rowids scientific journey to Leipzig in 1913 in the context of the development of the Pedagogical Movement

The article presents some issues related to Henryk Rowids scientific journey to Leipzig in 1913. The purpose of this journey was to participate in a psychological and pedagogical course for teachers and to get acquainted with modern methods of pedagogical work with children in schools. The article presents Rowids comments on the development of research on the child and childhood in Western Europe, and on the rapidly developing scientific literature on experimental child science. The knowledge provided by Rowid was innovative and complemented the current state of knowledge about psychological and pedagogical research conducted in Germany. It inspired further work and studies on child pedagogy. Today, Rowids relation from his scientific journey to Leipzig is an interesting basis to a deeper understanding of the Polish scientific movement in the field of pedology at the beginning of the 20th century. It is also an interesting source of knowledge about the development of the scientific movement among teachers.

The Use of Personal Learning Environment to Support an Online Collaborative Strategy in Vocational Education Pedagogy Course

Online distance learning, on the one side, makes the learning process more efficient and flexible. However, on the other hand, it produces learning loss within a particular educational period and makes students less enthusiastic about building a collaborative attitude. In general, online learning platform providers have provided support for collaboration activity features, but in reality, they have not been able to support effective interaction. Experts believe that using the Personal Learning Environment (PLE) as an IT tool in the learning process can help create an effective online collaboration environment. This study found that PLE was proven to increase collaborative activities in online learning significantly. The reflection feature is the type of PLE that has the most significant influence on creating a good collaboration environment. The research also found that suitable collaborative activities can increase students' understanding of TVET pedagogy.

Classroom-Situated Willingness to Communicate: Student Teachers of EFL in Spain.

This exploratory mixed-methods research involves an intra-/intergroup replication design to analyse the classroom-situated willingness to communicate (WTC) in English foreign language (EFL) student teachers of early childhood education according to grouping, group member familiarity, and EFL proficiency. The novelty lies in the adaptation from face-to-face to virtual teaching while student teachers attended a didactics course at the University of Cádiz (Spain). Results show that there are no significant differences in WTC concerning teaching modality except for grouping. Conclusions imply that classroom-situated WTC is not affected by teaching modality when instruction aims at language acquisition by fostering oral communicative interaction.

Historical Experience and Problems of Training Teaching Staff for Nautical Educational Institutions of the Russian Empire at the Beginning of the 20th Century

The problematic issues of training the teaching staff for nautical educational institutions of the Russian Empire at the beginning of the 20th century are considered. The article is the first work on the history of nautical education in the field of training future teachers of nautical educational institutions in Russia. Attention is drawn to the peculiarities of the work of the “pedagogical courses” organized at the St. Petersburg School of Distant Navigation of Emperor Peter I. Four graduations that trained teachers for nautical educational institutions are analyzed. It is noted that the First World War, which broke out in 1914, interrupted the work of pedagogical courses. It is concluded that "pedagogical courses" no longer resumed their work, and after the October Revolution of 1917, other forms of training teachers of nautical educational institutions were found.

ELEMENTOS DA EDUCAÇÃO INTERPROFISSIONAL NO CURRÍCULO DAS RESIDÊNCIAS MULTIPROFISSIONAIS EM SAÚDE: ESTUDO DOCUMENTAL

ABSTRACT Objective: to examine the interprofessional education elements present in the integrated curricula of the Multiprofessional Residency Programs in Health in the cities from inland Rio Grande do Norte. Method: a documentary research study based on the analysis of three Pedagogical Course Projects with a quantitative approach. The data were extracted with the aid of an adapted instrument, processed in the Iramuteq software, presented in charts and in a dendrogram and analyzed by thematic categories and interpretively. Results: the text corpus was built from the organization of all the information through the adapted instrument and subsequently analyzed in Iramuteq through Descending Hierarchical Classification. The emergence of two main classes was identified: Class 3, which was subdivided into classes 1 and 2; and Class 4. From the keywords found in the dendrogram corresponding to each Class and their statistical similarity, it was possible to organize the classes into analysis categories, as follows: Class 3 - Interprofessional Education: Actors, contexts and strategies; and Class 4 - Methodological and evaluative strategies for building interprofessional competencies and skills. Through the Pedagogical Course Projects, a training process that values the development of competencies for teamwork, interprofessional and comprehensive care is indicated, based on the guiding principles of interprofessional education. Conclusion: there is an effort by the pedagogical projects to point to an integrated curriculum based on Interprofessional Education since, in their theoretical framework, they contribute fundamental principles for developing the teaching-learning process.

Contributors

Other| January 01 2023 Contributors Pedagogy (2023) 23 (1): 209–212. https://doi.org/10.1215/15314200-10413537 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 January 2023; 23 (1): 209–212. doi: https://doi.org/10.1215/15314200-10413537 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search Hannah Armstrong graduated with a bachelor's degree in English from the University of Southern Indiana in 2018.Anna Barattin teaches American literature, world literature, and undergraduate writing classes at Georgia State University in Atlanta. Both her teaching and her scholarship focus on geocentrism, spatial literacy, and language variation. She worked as an editing contributor for the literary journals Studies in Literary Imagination and The Eudora Welty Review.Barclay Barrios is professor of English and the associate dean of undergraduate studies for the Dorothy F. Schmidt College of Arts and Letters. His work focuses on queer theory, writing program administration, pedagogy, and computers and composition. He is the author of the freshman composition textbooks Emerging: Contemporary Readings for Writers (2010), now in its fifth edition, and Intelligence (2021).Martin Bickman is professor of English and President's Teaching Scholar at the University of Colorado Boulder, where he teaches courses in pedagogy... Issue Section: Contributors You do not currently have access to this content.