Everyday Pedagogical Practice Research Articles

Typology of pedagogical situations: cross-cultural analysis

Importance. The natural appeal to the possibility of defining certain typological features that would contribute to the differentiation of pedagogical situations leads to the need for a certain systematization of knowledge and experience. It is relevant to consider and compare the classification basis of typologies, since there is still no certainty about how a pedagogical situation should be described.Research methods. The comparative analysis, the content analysis, the method of interpretation and contextual analysis.Result and Discussion. The analyzed typologies of pedagogical situations in Russian pedagogy differ in typological basis, principles, understanding of the essence of pedagogical situations, which makes their systematization ambiguous, complex and practically impossible to use in everyday pedagogical practice. Foreign typologies of pedagogical situations are built on fundamentally different grounds, based on the understanding of the essence of the educational process, participants and the nature of changes. The analysis has shown that all the studied typologies of situations do not simplify the use and systematization of pedagogical situations, but being built on mixed basis, bring confusion in understanding and operating of pedagogical situations.Conclusion. The diversity of descriptions and ambiguity of definitions of pedagogical situations makes it difficult to create a complete typology and choose the clear basis. Based on our definition of the pedagogical situation, we considered it possible to propose clearer and more systematic basis for typology and to identify 3 types of pedagogical situations. Such a logical basis can be the ability of a pedagogical situation to reach the solution of a pedagogical task. Unlike all the analyzed situations, the proposed typology is based on clear systemic typological basis, allows differentiating and ordering of pedagogical situations, is easy to use.

Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice

Embedding formative assessment into everyday pedagogical practice is a complex matter for teachers. In this study, we used teacher-researcher co-design to investigate how a one-year collaboration between seven elementary school teachers and three researchers supports the design- and implementation process of formative assessment in each of the teachers' classrooms. Our findings indicate that teacher-researcher co-design supports the implementation of a unified approach to formative assessment through teachers' evolving conceptions. The co-design facilitated open dialogue, ongoing exchange of ideas between participants, led to a shared understanding in a teacher community and improved the teachers’ sense of ownership.

Education among Indian Muslims. Jamia Millia Islamia's journal Payām-e taʿlīm

AbstractThe rapid changes caused by high imperialism and modernisation induced an orientation towards the future among the Indian Muslims: where was the community and the nation heading? What did the young generation need, in terms of both character and knowledge, to master the future and to shape it in such a way as to bring justice and civilisation, honour and prosperity to the country?This article aims to investigate how such important, lofty questions on education were translated into everyday pedagogical practices by looking at Payām-e taʿlīm, a journal for children that was brought out by the Jamia Millia Islamia, the nationalist Muslim university and school in Delhi, from 1926 onwards. Payām provided stories, knowledge, and ideas to students of Jamia's own primary and secondary schools, but which was also successfully aimed at a wider geographical spread.

Chicana/Latina feminista plática methodology as a praxis of solidarity for Black women and women of color contingent faculty at a predominantly white institution (PWI)

Rooted in the history of women of color feminisms along with the everyday pedagogical practices that occur in Chicanx/Latinx communities, CLF plática methodology stems from the recognition that Chicanx/Latinx communities are experts of their lives who engage in knowledge production and theory every day. In this conceptual essay, we explore how utilizing a CLF plática methodology while working as contingent faculty at a PWI in north Texas helped us to craft a praxis of solidarity that: developed community; provided a relationship and the space to strategize on how to respond to white supremacist violence; presented opportunities to discharge and heal; as well as opportunities to celebrate and engage in collaborative mentorship and now, collaborative research with each other.

Supporting the teachers’ communities with innovative initiations – The Future of Learning Concept

The concept of the Future of Learning Initiative (FLI) is about supporting everyday pedagogical practice with digital tools and collaborative learning for teachers. In this space, teachers collaborate with other teachers, learn from one another and reflect on their own practices together, and for this process, our organisation provides a thoroughly planned collaborative environment, methodology and know-how. We, at the Tempus Public Foundation (TPF) believe that pedagogy will become even more effective not by digital tools but by educators' thinking, the key to change is always the educators themselves and this is confirmed by all major international research as well as policy recommendations (EU, OECD, etc.). Approaching the FLI that has online services, we can say that the open online courses and online services have brought both the democratisation of adult education and the expansion of knowledge sharing opportunities. In addition to the many criticism of the open online content, it can certainly be said that online courses such as The Future of Learning MOOC have made a significant and remarkable contribution to the democratisation of adult education by sharing achievable learning outcomes with the wider public, with the key element of accessibility. With the Future of Learning Initiative, we have been able to raise knowledge management principles as well as practices that have been accumulated for more than a decade to a European level, and also set the goal of further internationalising the Future of Learning Initiative. In this summarising article we are going to introduce the FLI initiative and the FLI MOOC to the audience with details of the MOOC, the concept and methodology. The results of the different questionnaires, the theoretical background, and the measurements of the efficiency of the different tasks and assignments will be published in several different articles in the upcoming months and years.

Teacher and SHL Student Beliefs about Oral Corrective Feedback: Unmasking Its Underlying Values and Beliefs

This study provides a critical discussion on oral corrective feedback (CF) in the Spanish heritage language context by analyzing the language ideologies of both teachers and students relating to this everyday pedagogical practice. Despite the undeniable relevance of oral CF within the SHL language classroom, it is an area mainly studied within the field of SLA and, thus, primarily grounded in cognitive perspectives of the individual L2 learner and their subsequent language development. Drawing on scholarship that has long contested the discrimination that U.S. Latinxs face at the macro, meso, and micro-levels of society, this study interrogates and presents the core beliefs and values that legitimize the underlying asymmetrical power relationships propagated by oral CF. As critical paradigms continue to gain currency in the field of SHL education (e.g., critical language awareness), unmasking the various ways by which monolingual ideologies operate within language education is key to developing pedagogy that promotes Spanish language maintenance and, ultimately, dismantling such structures of domination. This study focuses on exploring the ideologies about oral CF by asking: (1) What language ideologies are prevalent in relation to participants’ conceptualization of oral CF? and (2) What are the instructor’s goals for oral CF? To answer these questions, this study analyzes interview data of a language instructor (n = 1) and SHL learners (n = 4) in an elementary-level, mixed Spanish course at a Hispanic-serving community college. The results show how the instructor utilized oral CF as a mechanism to enact dominant ideologies regarding SHL learners’ non-prestige varieties, while simultaneously advocating for an approach to learners’ varieties based on appropriateness. The instructor grounded her corrective practices in beliefs and values regarding the “deficiency” of SHL learners’ cultures and social categories that she considered to be the root causes of the “problem” that SHL learners spoke non-prestige varieties of Spanish. This study sheds light on the need to reexamine current L2-based oral CF taxonomies and teaching principles that do not account for the wide-ranging ways that corrective feedback becomes entrenched in educators’ culturally shared ideologies of language, learning and the learners themselves, and as normalized by the programmatic context wherein such practices are embedded. Finally, the study concludes by proposing several guiding considerations based on CLA to develop reflective practices for pedagogues to promote a consciousness of the ideologically charged nature of CF within the SHL learning context.

Resisting and creating alternatives to neoliberalism in ELT: a case study of three transnational language teachers in Saudi Arabia

ABSTRACT The effects of neoliberal ideologies in higher education (HE) today are manifested in different forms including self-reliance, intellectual fatigue, academic burnout, incessant competition, and constant frustration among teachers/students, and other precarious working conditions. Conceptualized through the arguments on creating possible alternatives to neoliberalism in relation to English language teaching (ELT), this article examines the ways in which three transnational TESOL teachers are negotiating, resisting, and creating alternatives to neoliberal ELT in their everyday pedagogical practices. The data emerged from two sources: (i) reflective journals and (ii) semi-structured interviews. The findings reveal that while the teachers were subverting neoliberal ELT in their workplace, they became embroiled in complex mental situations, including self-consciousness, tensions, ambivalent positions, strong emotions, and other negative states of mind. In this context, extensive reading as a means for subverting neoliberalizing practices in ELT; father–son conversations as resistance to fierce competition in ELT; and portfolio reflection letters as tools for solidarity in neoliberal ELT are all possible strategies used by the three participants at their workplace. The paper closes with reflections on the forms of alternatives that have been exhibited by each teacher and implications for ELT.

Generating Reflections Through Professional Collaborative Storytelling

For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.

THE ROLE OF ETHNOPEDAGOGY IN THE PROCESS OF IMPROVING THE NATIONAL EDUCATION SYSTEM

The article argues about the ethno-pedagogical knowledge and the stages of its development, the great minds of the past, the views of the ancestors on the traditions of education, including their application of pedagogy to their scientific work and everyday pedagogical practice.

The Politics of Inequalities in Education: Exploring Epistemic Orders and Educational Arrangements of Durable Disadvantaging

The durability of educational inequalities marks a key problem for research and politics alike. Why do unwanted patterns of social sorting and disadvantaging in education prove so persistent, despite decades of research, debates, and reforms? This thematic issue of Social Inclusion aims to further our understanding of the factors and mechanisms underlying this persistence by putting the manifold entanglements of politics, inequalities, and social research centre stage. The collected articles inquire into various facets of this interplay, from the history and politics of the statistical quantification of educational inequalities to the political embedding of everyday pedagogical practices. The contributions cover a wide range of fields and topics, from non‐formal education to school and higher education, from social selectivity in gifted education to subject formation in vocational education. Two strategic anchor points emerge from the collected articles for exploring and analyzing current arrangements of educational inequalities: (1) political and pedagogical epistemic orders and (2) educational arrangements that structure educational processes and situations. Ongoing social and political transformations—including the digitization and datafication of education and changing forms of governance—underline the pressing need for further research along these lines.

Teacher Professional Identity and Perfomer Identity: Where Does the Stage Cease and the Class Begin?

The focus of the article is on the process of becoming a teacher. Many researchers have concluded that this process is of profound, complex, ever-evolving nature, during which teachers attempt to define their role and their entity. Identity itself brings out another problem of identification with the subject. Thus, more and more studies have been exploring professional teacher identities in different fields regarding the interaction between subject and teacher identities. The aspects of professional identity development among teachers of stage performers from the specific field of artistic education have been chosen for the research due to the lack of scientific research worldwide so far. The arts school case study of professional identity among teachers of stage performers from the development point of view has showed that the professional identity development of teachers among stage performers of an arts school is of a wide scope and possesses its own features. In the course of first socialization, the performer identity is perceived, while the teacher role is selected during the second socialization. No identity conflict has been observed between performer and teacher identities, they help maintain the mission of an artist. Everyday pedagogical practice, knowledge and skills by means of reflection and conversation contribute the understanding of what a teacher role is. Creativity and openness are essential for interaction with the milieu.

Fostering Antiracist Engagement in Japanese Language Teaching

Japanese language teaching and learning is influenced by various types of human diversity. Diversity of gender, language, and culture are often addressed in learning materials, instructional practices, and professional discussions in the field. Yet, issues of race are often glossed over in everyday pedagogical practices and professional discourses on equity, diversity, and inclusion. To fill this gap, this article will focus on issues of race and introduce key concepts—race and ethnicity, racism, intersectionality, and new racism—by drawing on some examples from the survey results presented by Mori et al. (this volume). The article proposes antiracist engagement in Japanese language teaching that encourages the recognition of different forms of racism operating in various contexts and the exercise of hyper self-reflexivity to always question own positionalities and responsibilities in a complex web of power relations.

Scientific and pedagogical knowledge as an ontological phenomenon

The article observes the forms and the essence of scientific and pedagogical knowledge as a gnoseological category. The terms «scientific knowledge»,«scientific and pedagogical knowledge», «historical and pedagogical knowledge» are differentiated. The key factors which cause reinterpretation of the contemporary education phenomenon in respect of the fundamental aspects of human beingness are described. Specific features of the research on pedagogical reality have been compared by means of epistemological, logical-gnoseological, anthropological and ontological approaches. Scientific and pedagogical knowledge is considered as a component of more general scientific and humanitarian knowledge. The article also notes the role of pedagogical tradition which seals pedagogical knowledge into a hermeneutic circle. Moreover, a wide range of definitions of the concept «scientific and pedagogical knowledge» have been compared. Key problems affecting the process of scientific and pedagogical cognition in the context of postmodern have been highlighted. Namely, the question of the authenticity of scientific and pedagogical knowledge, its incompleteness, ambiguity, its dependence on the result of the modern reality transformation and also its close connection with the process of historical development of society. The text emphasizes the importance of individual's existential experience in the context of social cultivationof a person. The article states that pedagogical knowledge has been influenced by such processes as total informatization, digitalization and technologization of pedagogical process both negatively and positively. The acceleration is identified as a tendency in all spheres of life and it leads to the education refocus - a refusal from long-term forecasts in favor to implementation of short-term practice-oriented educational projects. The dichotomy between pedagogical theory and everyday pedagogical practice is considered as one of the main ontological problems of scientific and pedagogical knowledge. The most common properties of scientific and pedagogical knowledge are formed according to the standpoint of modern methodology of education. The article emphasizes the importance of scientific and pedagogical knowledge popularization as the way of implementation of educational function of pedagogics and promotion of pedagogical culture in society.

THEORETICAL AND PRACTICAL ASPECTS OF STUDENT SELF-ASSESSMENT

Introduction. The problems of assessment of student achievements as an indicator of the quality of knowledge and skills acquired by them are constantly in the focus of the pedagogical community and scientists involved in the development of education. Currently, the question of the objective measurement of learning outcomes is especially relevant because the priority task of education is the development of the student’s abilities to set independently learning goals, project ways of their implementation, monitor own actions, reflect own successes and failures and correct errors, in other words, the formation of the ability to learn independently. The traditional scoring system of grades is of little use to solve this problem since it is focused primarily on testing the reproductive level of mastering the training material and is aimed solely at external control, rather than improving the learning outcomes. In the new conditions, a new assessment system which includes self-control and self-assessment of students is required. The aim of the publication is to discuss the existing approaches to the formation of self-evaluation of students and the effective use of this pedagogical tool for monitoring and increasing the motivation to learning in the educational process. Methodology and research methods. The main research methods are theoretical analysis, synthesis, comparison and generalization of the content of scientific literature of the relevant subject matter. Results and scientific novelty. A new format for the learning outcomes assessment based on the collection of information on the achievements of the students from various sources and on the regular monitoring of their advancing progress along the individual educational trajectory is considered. Such a prolonged assessment is more informative than the usual marks which are set out in points, so it allows the teacher to promptly regulate the educational process and make timely correct decisions about its correction. In addition, it enables the student to participate in the procedures for assessing his/her own level of knowledge and develops his/her self-assessment skills. According to the initial targets, summative or forming types of self-assessment are identified. Its advantages as a mechanism for managing the educational process are shown: self-assessment contributes to the improvement of metacognitive abilities and the formation of critical (self-critical) thinking of students; activates their self-awareness; increases interest and motivation to learning; encourages to be independent subjects of the educational process, which is extremely important from the point of view of the strategy of lifelong learning. Practical significance. The materials of the article provide a comprehensive understanding of the phenomenon of students’ self-assessment as an obligatory element of the new educational paradigm, which has just begun to be introduced into everyday pedagogical practice.

WAYS OF TEACHERS’ OVERCOMING BARRIERS TO INNOVATIONS IMPLEMENTATION IN THE PROCESS OF FOREIGN LANGUAGES TEACHING

The article deals with the questions dedicated to neutralization of teachers’ barriers which appear during the innovation activity. Different approaches connected with the formation and development of the teacher's personality in the context of the modernization in higher school have been described in this paper too. These approaches are also connected with the formation of a strategy for the solution of innovative professional tasks and at the same time they provide the ability to generalize their own experience as well as determine the sequence of actions to change their own personality and it means the development of teachers’ barrier resistance. The purpose of the article is to describe the possible directions of ability development by foreign language teachers to confront the difficulties that arise in their activities during the period of implementation of innovations. This paper proposes a new approach to solving the problems concerning teachers’ overcoming barriers while using the reflexive and innovative practice. It has been suggested, that the readiness of the teacher to innovations can be formed with the aid of the reflexive and innovative practice. Important attention in the investigation was paid to the study of common development factors of professional contradictions that appear in the severe outness, which in their turn can both positively and negatively affect the efficiency of the teacher’s activity. One of prevailing characteristics of a teacher and, at the same time, his success as a highly qualified specialist lies in his wish for the innovative activity and plays an important role in practical work. Another key characteristic and one possible solution of investigated problem is to create circumstances under which the teacher will be physiologically ready for the innovation activity. It was noted in the paper that such readiness shows the teacher’s awareness of effective means and methods for achieving pedagogical tasks, tendency to reflection and creativity. The implementation of the above-mentioned reflexive and innovative practical work is aimed at the solution of the following tasks: formation of teacher's barrier resistant behavior; ensuring of a constructive dialogue, not confrontation; adaptation of the teacher to conditions which change very quickly; development of a convincing non-aggressive position. We suppose that overcoming innovative barriers in everyday pedagogical practice as well as in long-term educational activities is possible only with one defining condition: switch to a different value system, subject-subject matrix of interpersonal relationships.

One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements

Introduction. In this study, we focus on the relationship between the students’ mathematical thinking and their non-mechanically identified eye-movements with the purpose to gain deeper understanding about the students’ reasoning processes and to investigate the feasibility of incorporating eye-movement information in everyday pedagogy.Method. This is a quantitative study. Thirty-eight (N=38) Grade 1 (6 years old) students were verbally presented with six word arithmetic problem: three problems of ‘change’ and three problems of ‘comparison’. The problems were chosen to be within the students’ mathematical abilities.Results. The findings of this study appeared to validate the non-mechanical data collection technique. Furthermore, differentiations were found in the students’ rightwards eye-movements (suggesting the activity of the left hemisphere) and the eye-movements spread (suggesting the activity of both hemispheres) in line with the literature. The more challenging problems were found to be linked with a wider spread of eye-movements and to be more time consuming. Moreover, though boys appeared to be faster than the girls in the easier tasks, no statistical differences were found in the more challenging tasks.Discussion. The adopted ‘softer’ technique was sensitive enough to be in accordance with the existing literature and at the same time helped in gaining deeper understanding in the students’ reasoning about ‘change’ and ‘compare’ problems. For example, the reported gender differences –in line with broader research evidence from education and neurophysiology– are hypothesised to indicate of qualitatively different thinking processes involved, which may be related to different gender-related thinking dispositions. Consequently, it is posited that the adopted technique was is in line with the relevant research evidence, offering at the same time insight in the complex processes involved, thus allowing for further research to be conducted in order to investigate the pedagogical benefits of the incorporation of such ‘softer ‘eye-movement identification techniques in everyday pedagogical practices.

EDUCATION – WHAT FOR? FOR THE PHILOSOPHICAL FOUNDATIONS OF EDUCATION

I feel it necessary on both theoretical and methodological levels to think over the meaning, the possibilities and the challenges of philosophy of education, as well as its usability for our educational activities. Philosophy of education is part of the so-called applied philosophy, which examines the interconnection of the world, mankind and education. It tries to grab the characteristics and the deepest relationships among these three elements. Therefore, the educators, sociologists, philosophers and professors of education should continue working out convincing and steady answers. What we should take into consideration is that the matter of education itself is not identical to the process of education and socialisation. It would be advisable to find a solution to this issue in everyday pedagogical practices. Finally, I hope and I would like to believe that forming the goodness is the most noble and the most important mission of education.

Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District

Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When confronted with school district standardization, these teachers adapted; however, as predicted by earlier studies, adjustments required the loss of previously successful curriculum. As predicted by Feldhusen, these losses affected teachers of high-level students (honors and gifted and talented) the most. In this district, two such teachers opposed standardization; nevertheless, even with resistance, they lost ideological-based curriculum choices. What are teachers of high-level students to do? Any standardization program will threaten and/or change eclectic ideological praxes. With such a dichotomy, a split is revealed between teacher beliefs and practices. In this study, an honors teacher could not bear the split and decided to stop teaching rather than give up her curricular eclecticism.

Technological Model for Composing Accompaniment to a Melody in Teaching Accordion

This paper is motivated by the need to optimize the conditions of active teaching, i.e. for a very short period the students must develop an ear for music and musical skills – these students are future music teachers in kindergartens and elementary schools and they must acquire basic music reading skills in playing easy plays and songs with accompaniment, learning and mastering the basic means of expression in music and in particular – polyphony, forming a sense of adequate perception and evaluation of polyphony, i.e. mastering a system necessary for practical activities. Each of these, examined separately, is directly related to the development of the sense of polyphony. The composition of elementary chord accompaniments to melodies is widely used in everyday pedagogical practice of kindergarten and elementary-school teachers and developing a purposeful pedagogical technology is of great importance for the future professional realization of students. Music classes place an special emphasis on the application and significance of music accompaniment; students are also acquainted with the prerequisites for successful work. In the referred article, the instrumental accompaniment is reviewed only for educational purposes. Building up skills for combination of such accompaniments is related to searching and finding various pedagogical approaches and technologies for the development of the sense of polyphony. The tasks are structured in a set algorithm. The presented pedagogical approaches clearly show that musical, theoretical and instrumental teaching is carried out. The transfer of knowledge and skills contributes to permanent and effective learning of the necessary theoretical knowledge and practical skills which, in its turn, helps to reach an accord between theory and practice. The system of technologies offered is comprehensive – it contains basic principles for composition of chord accompaniment as well as specific ones – applicable only for teaching accordion. The developed preliminary model of pedagogical approaches is successfully confirmed by a pedagogical experiment held with 76 students – future kindergarten and elementary-school teachers. This confirmed the purpose of the study, namely, by influencing their ear for music to teach and master in students differential perception of polyphonic music and form, on this basis, skills for composition of elementary chord accompaniments to melodies.

Everyday pedagogical practices in mathematical play situations in German “Kindergarten”

This study describes situations in German daycare facilities (Kindergarten) in which the development of mathematical thinking in children is specifically encouraged through examination of common play objects. Using micro-sociological methods of analysis, the mathematical potential of such interactions between teacher and child is elaborated within the framework of everyday pedagogical practices (Bruner, 1996) and instructional models (Rogoff; Mind, Cult Activ 1(4): 209–229, 1994). It is also considered which concepts of mathematics may be important in these interactions.