Pedagogical Experience Research Articles

Mediating connection at scale through space design

This study explores the design of CONNECTspace, a novel teaching environment at the University of Sydney Business School, aimed at fostering and enabling connected learning at scale. Using participatory action research and cogenerative dialogue, the project addresses the challenge of creating spaces that build connections between students, staff, and disciplines. The design focuses on five key capacities: engaging with the crowd, the group, the individual and the knowledge, generating ideas, sharing work, building social connections, and creating safe spaces for success. The study highlights the importance of changing dynamics, functions, and relationships within teaching spaces to support connectivity, creativity, and effective learning. The findings offer insights for designers and educators seeking to transform traditional teaching spaces into collaborative, connected learning environments that transform both the structural and pedagogical experience of teaching at scale.

The revival of radical popular education in Italy as a new form of cultural and class struggle: The case of popular schools in Rome

The aim of this article is to examine the revival of popular schools in Italy, focusing on the ‘network of Roman popular schools’. This is a little researched but highly relevant topic in sociology nowadays, due to the innovative way it links politics and education in an increasingly unequal society. Inspired by research gathered over 4 years of participant observation and 28 in-depth interviews, I describe the way in which popular educators combine social mutualism, typical of Italian Antagonistic Left movements, with critical pedagogical practices: education is considered by activists as a way of doing politics by other means, in line with the origins of popular education enacted by the labor movement in the two past centuries and in particular with the pedagogical experience promoted by Lorenzo Milani, in turn capable of uniting Gramscian and Freirian thought. Popular educators address their educational actions to the social recognition of subaltern students, who are otherwise stigmatized by the dominant culture. In this way, a very interesting counter-hegemonic practice seems to be generated that entails not only the learners’ identity but also that of the educator themselves. This analysis leads to the identification of new popular education as a form of class and cultural struggle aimed at restoring social recognition to the working class.

ОПЫТ ФОРМИРОВАНИЯ У ОБУЧАЮЩИХСЯ ПРАКТИЧЕСКИХ УМЕНИЙ И НАВЫКОВ, НЕОБХОДИМЫХ ДЛЯ БУДУЩЕЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ (НА ПРИМЕРЕ КАФЕДРЫ ПРЕДВАРИТЕЛЬНОГО РАССЛЕДОВАНИЯ МОСУ МВД РОССИИ ИМЕНИЯ В.Я. КИКОТЯ)

This article analyzes the experience of the Department of Preliminary Investigation of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot on the formation of students' practical skills and abilities necessary for them in their future professional activities. The main emphasis is on the search for such forms of education, the use of which would contribute to the training of highly qualified specialists with the necessary level of practical skills and abilities. In modern conditions, graduates are required to have skills and abilities that would allow them to navigate in a dynamically developing legal system, if necessary, quickly identify and execute the prescribed algorithm of actions that will allow them to most effectively solve a specific practical situation. It is about some of the features of the training of such a specialist that attention is paid in the content of this publication. The subject of this article is the accumulated experience of the Department of Preliminary Investigation of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot in conducting various types of practical training, which are combined into several groups, differing among themselves in the methodology of their conduct. In addition, the authors paid attention to the place and role of the teacher himself during the training sessions, since the effectiveness of the lesson largely depends on the personal qualities of the teacher, his theoretical and methodological readiness, intelligence, knowledge of the taught subject. The purpose of this study is to summarize and analyze the accumulated pedagogical experience, as well as to develop recommendations regarding the formation of practical skills and abilities necessary for students in their future professional activities.

Использование мультимодальных текстов для развития навыков говорения на русском языке у китайских студентов

Introduction. In the context of the development of cooperation between Russia and China, the importance of communication as a means of interethnic, intercultural and interpersonal communication is increasing. The search and creation of didactic tools for the more successful development of Chinese students' speaking skills in Russian, which are communicatively significant and difficult to master, are urgent tasks. The purpose of this article is to describe the extralinguistic causes of difficulties in developing the Russian speaking skills of Chinese students and to reveal the linguodidactic potential of multimodal texts for teaching speaking in Russian. Research methods include theoretical analysis, pedagogical observation and generalization of pedagogical experience. Results. The authors of the article identify as extralinguistic reasons for difficulties in developing skills among Chinese students: the isolation of textbooks from modern communication practice, a limited number of classroom hours, the written form of passing exams in Russian at Chinese universities, excessive dependence of students on translation programs and low motivation to speak. The authors conclude that the use of multimodal texts motivate students to speak in Russian by mobilizing various channels of information, topical issues, background information about Russian culture and creating a more relaxed and natural atmosphere in the classroom. Scientific novelty. The linguodidactic potential of using multimodal texts for the development of speaking skills is revealed. Practical significance. The use of multimodal texts will help the teacher to improve the level of Russian speaking skills of Chinese students, especially in the absence of a language environment.

APOI@ INDIGENOUS EDUCATION: DIGITAL PLATFORM FOR SHARING OPEN EDUCATIONAL RESOURCES

The research addressed the development of a differentiated school education for indigenous communities in Brazil, with an emphasis on a pedagogy that values ​​and preserves their cultural heritage. The study highlighted the need for educational resources adapted to indigenous cultural specificities, especially bilingual teaching materials, in accordance with the guidelines of the 1988 Federal Constitution and the 1996 Law of Guidelines and Bases of National Education. The objective of the research was to create a digital platform for sharing Open Educational Resources (OER), including bilingual teaching materials and reports of pedagogical experiences specific to the Guarani language and culture. Using Maker Culture as a methodology, teachers from the Nhu Porã School, in Torres, RS, participated in workshops to develop these resources. The research was qualitative, with the researcher carrying out intensive fieldwork. Bibliographic research and action research procedures were used, promoting cooperation between the researcher and the community to solve the identified problem. The results indicated the importance of indigenous protagonism, community participation, and cooperation between different social actors in solving the shortage of bilingual teaching materials. The construction of OER by indigenous participants, the implementation of the digital platform, and the sharing of bilingual materials and pedagogical reports achieved the research objectives. The results highlight the importance of the active participation of indigenous people in the creation of culturally relevant educational resources, expanding access to bilingual materials, and promoting a culture of collaboration and sharing in the context of indigenous education. The digital platform expanded access to indigenous bilingual educational resources, contributing to the preservation of cultural identity and the promotion of educational inclusion.

Teoría Sociológica en la trama curricular de la formación en Psicopedagogía

The purpose of this work is to describe and interpret the pedagogical experience that, from the curricular space of Sociological Theory, as a social science, epistemological, methodological, theoretical, and ethical perspectives are deployed to address the object of study of Psychopedagogy, and to intervene regarding the social subject in a learning situation. Sociology, as a teaching space, together with other pedagogical spaces, enriches the career of professionals in Psychopedagogy, and it recognizes a set of tensions that accompany the interaction processes between various disciplines of the Social Sciences. An attempt is made to provide lenses from which to look dialectically at the learning subjects and all those who intervene in this process, with possible readings of the multiple, diverse, and complex social reality. A search is recognized to define the intersection of disciplinary fields of the Social Sciences, where many come into relationship, such as educational, sociological, historical, and psychopedagogical fields, among others.

A productive pedagogy of liminality: a counterpoint to a limited performativity

ABSTRACT Education as a journey of human becoming involves commitment to one’s ethical life project as well as learning to live well and actively participate with others in an ever-changing socio-cultural, political and material world. This paradoxical journey is at the heart of our philosophical criticism of contemporary policy impulses to formulate risk averse pedagogies which centre on a product model of outcomes. We draw from philosophical perspectives of liminality and the Productive Pedagogy study from Australia to inform our position by indicating how students make sense of pedagogical experiences in unique, deeply personal, corporeal and limitlessness ways. We use Aquatics Education as a useful symbolic representation for the immersive, embodied and relational practices involved in human becoming; practices that we aver need to be acknowledged, while never fully defined. These practices require teachers’ localised autonomous judgements in evaluating risk for dilemmas encountered. Holistic experiences, provided by games with gravity, are consistent with such ‘aesthetic experiences’ for primacy of the subject/subjective. Our affirmative critique reveals how immersive experiences occupy a defensible position for our concept of a Productive Pedagogy of Liminality, which aims to open affordances for each student’s ethical life project by heightening subjective awareness between body and spirit.

Experiential Pedagogies for Cultivating Entrepreneurial Mindsets: Action Design Learning as Tailored Framework

Experiential Pedagogies for Cultivating Entrepreneurial Mindsets: Action Design Learning as Tailored Framework

Social Studies Teacher Education and the Legacy of PCK: Exploring Situated Theories of Preservice Teacher Development

Pedagogical content knowledge (PCK) has framed teacher education for decades, despite the difficulty of demonstrating that teacher preparation effectively develops PCK. Social studies educators have been especially wary of PCK, but their critiques have primarily challenged what knowledge is valued rather than its model of how teachers learn. This comparative case study reexamines PCK’s cognitivist assumptions by analyzing three preservice social studies teachers’ teaching and reflections from a situated perspective on role identity development. Despite unusual amounts of pedagogical experience and content knowledge, each novice had trouble facilitating whole class discussions. Their struggles did not emerge at the intersection of pedagogy and content, but within their role identity negotiations. These results suggest that a situated framework for identity development is a useful alternative to PCK in social studies teacher preparation and recommend deeper engagement with identity development through teacher education practice.

Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms

Abstract Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures.

Formation of students’ subject skills in mathematics in the process of digital didactic game

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based education (OBE)

Abstract Universities, once regarded as places for producing organic intellectuals and critical thinkers, now are targets of neoliberalism, where managerialist discourses and lexis are dominant in various forms. Students and teachers are transformed into entrepreneurs, consumers and customers through such discourse and lexis. As a neoliberal variant used in education today, outcome-based education (OBE) – focus of the present study – can be viewed as one such discursive attempt on the part of the universities with an aim to perpetuate neoliberal market rationality. Through in-depth semi-structured interviews with teachers at engineering universities in Pakistan, this study examines OBE-driven ELT pedagogy using Gramsci’s hegemony as a theoretical framework. We aimed to understand how OBE-based ELT tends to transform teachers’ subjectivities into neoliberal ‘selves’, the way it impacts pedagogy and learning of the English language, and how these subjectivities are resisted. It appears that OBE-based ELT circulates market logics in the ELT pedagogy and learning by viewing English language as a skill/commodity. Student learning and teachers’ pedagogical performance indicators are based on achievement of specific outcomes. Some teachers, however, argue that OBE-led ELT deprives them of their pedagogical experiences, freedom, and conceptualizations appropriate for their pedagogical approach. We therefore advocate de-centering and deconstructing neoliberal logics in pedagogy and suggest pedagogy of becoming, critical/dialogic language pedagogy and translanguaging as possible alternatives.

Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach

AbstractThere is a growing consensus that AI literacy requires a holistic lens, including not only technical knowledge and skills but also social and ethical considerations. Yet, providing holistic AI education for upper-primary students remains challenging due to the abstract and complex nature of AI and a lack of pedagogical experiences in schools. Against this backdrop, this study employs a design-based research (DBR) methodology to develop pedagogical solutions and theoretical knowledge. Drawing upon theories about AI literacy and learning sciences, this study proposes a novel pedagogical approach, namely, the embodied constructionist approach. This approach, by integrating embodied analogies and constructionist making, forges a cyclical understand–make–reflect process. Through this process, students gradually comprehend the conceptual, technical, and ethical dimensions of AI, towards holistic development in AI literacy. This approach was implemented and fine-tuned in authentic classrooms with 107 sixth graders over two years. During the implementation, a variety of qualitative data were collected from classroom observation, video-recording, student interviews and artifacts, and debriefings with the teacher. Using a case studies method, this study uncovered the overall learning progress demonstrated by the class in AI knowledge, skills, and ethical and critical reflections, as well as the reflections and struggles experienced by individual students. This study offers an age-appropriate pedagogy to promote inclusive, holistic AI education in the crucial, yet under-examined upper primary context. It highlights the potential of integrating AI literacy and computational thinking (CT) in K-12 education, while contributing to theoretical knowledge about embodied cognition and constructionism in the context of AI education.

Teacher's understanding of early childhood physical literacy: thematic analysis based on teaching experience from an Indonesian perspective

ABSTRACT Background Early childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunately, in Indonesia, the understanding of the concept of physical literacy has yet to fully permeate early childhood education. There are no special regulations from the government to include physical education in early childhood education so that children can achieve physical literacy. Traditionally in Indonesia, teachers provide physical activity games with the aim being only to master children's gross motor skills. Therefore, the presentation of physical activity through play provided by teachers needs attention to understand children's physical literacy. These teachers can help inform the provision of physical education for early childhood education in supporting children's physical literacy in the future. Purpose This research aims to reveal the experiences of early childhood education teachers in Indonesia who are used to providing physical activity learning through games. Through this experience, this research also aims to explore teachers’ meanings regarding children's physical literacy. Method Through a phenomenological study in accordance with the physical literacy theoretical framework, semi-structured interviews were conducted with 13 early childhood education teachers in West Java, Indonesia. A sample of teachers was taken and interviewed from 5 schools that met the criteria, namely that they were used to teaching physical activity through play for the purpose of developing children's gross motor skills. To add to the description of teachers’ experiences, photo-elicitation interviews were conducted. Top-down thematic and bottom-up thematic analysis was carried out to analyze all the data that had been obtained. Results Physical literacy is interpreted as something related to children's health, meaning physical activity carried out by young children to keep their bodies fit and healthy so they can live their lives independently. Pedagogical experience from an educational background other than physical education is recognized as an obstacle to understanding physical literacy comprehensively. Thus, the teching learning practices carried out in the field only emphasize the meaning of children's physical motor activity. In accordance with the teachers’ experience, the teaching they often do every day is only giving physical activity’ games, this is assumed by them to support the physical literacy of early childhood. Motor physical activities that lead to physical literacy in early childhood are carried out in open field areas or playgrounds. The safety of teaching motor and physical activities for children is also a concern for teachers. Conclusion The findings from this study suggest that teaching experience with an educational background other than physical education can limit the understanding of physical literacy, even if the teachers are used to teaching physical activity in an early childhood education environment. The long-term implications may be that if early childhood education and physical education work together, they will be able to inspire more meaningful experiences in teaching physical activities that contribute to the formation of children's physical literacy.

THE DEVELOPMENT OF A MUSIC TEACHER’S COMMUNICATIVE COMPETENCE THROUGH DISSEMINATION OF PRACTICAL EXPERIENCE

The article deals with the development of the communicative competence of a music teacher from the perspective of dissemination of his/her own pedagogical experience. The emphasis is on the need for constant professional self-improvement. The author analyses a music lesson from the perspective of integrativity based on subject-subject relations.

On the Hidden Potential of Public Solitude, Part II: Cultivating Multiple Attention in Students-Performers

ABSTRACT This is the Part II that follows after “On the Hidden Potential of Public Solitude, Part I: Ivan Vyskočil and his Theatre as Encounter.” As promised, we show how Stanislavsky’s public solitude and creative state, elaborated by Ivan Vyskočil (towards a dialogical theatre as encounter), meet with the instant composition practice of Julyen Hamilton. We see the common points in the making on the stage, which requires a simultaneous functioning of different kinds of attention: in their creative state in the condition of public solitude, the performer works from the positions of the actor, the viewer, and the author at the same time. Stanislavsky, Vyskočil, and Hamilton were/are all performing arts practitioners, moreover, theorizing practitioners, and pedagogues. In this Part II, we therefore shift our focus towards pedagogy and inquire into ways multiple attention can be cultivated in students-performers. This study makes part of our practice-based research, in which we reflect on our pedagogical experience at the Academy of Performing Arts in Prague and the University of Neuchâtel. We build on Vyskočil’s view of pedagogues as performers in public situations of education, pointing out that even pedagogues can work-teach as actors, viewers, and authors at the same time; teaching takes place in the present moment with students, with the teacher being in the creative state, instant composition, and theatre as encounter. We reflect on our experience using the current streams of dialogicality and embodiment in psychology and education, entering a dialogue with psychologists studying attention and embodied learning.

The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia

This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners' learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes.

Possibilities of the electronic educational environment in increasing the efficiency of the military education system

The presented article examines innovative ways to develop military education in the context of digitalization and digital transformation. Specific technical solutions have been proposed to increase the efficiency of future officers' mastery of military-technical specialties. The pedagogical experience of using the designed library of 3D-models of military hand-held small arms in the officer training system is summarized and presented. This library is described in detail and its place in the structure of the electronic educational environment of a military educational organization of higher education of a law enforcement agency is highlighted. The logical sequence of studying a sample of military hand-held small arms in the system technical description – 3D-model – real sample is revealed. The positive aspects of using the developed library in the preparation system are highlighted. Directions for further development of the structural component of the electronic educational environment of a military educational organization are proposed.

Grandmother genealogies: Feminist/ised, indigenist decolonising pedagogies against and beyond the university

As a collective of inter-cultural women moving in but not of, and against and beyond the modern/colonial (neoliberalised) university we (t)race generative pedagogical experiences of worldmaking cosmopolitics and their (im)possibilities within the University and Politics Disciplinarity. We do this not to redeem or reimagine but to contribute to an enfleshed feminised and racialised undercommons for whom indigenist-decolonial feminist pedagogical-political praxis can never be nor desire to be obedient to the constraints, containments and violences of the settler colonial and its epistemological-pedagogical genocidal project of the Lettered City of anti-Blackness and Indigenous disavowal. We refuse inclusion within, representation as legibility, and the making of community of and as the University. We instead foreground abolitionist categories such as enfleshment, dignity, mutual recognition as exteriority, differential responsible relationship-making, multiple temporalities and the epistemological as ontological, and we centre the knowledges of Indigenist feminised subjects from the exteriority of modernity-coloniality. We are thus selective and explicit about who we choose to walk with, who we make relationship with, and to whom we are responsible and honour. We both guard our right to opacity as well as leave threads of pedagogical meaning-making as invitation to unlearning and relearning new-ancient onto-epistemologies and cosmovisions that move us towards plural pedagogical worlds beyond heteropatriarchal capitalist-coloniality.

Artificial Intelligence tools in Learning English language and Teaching. How can be AI used for Language Learning

This study attempts to get awareness on Artificial Intelligence in Language learning and teaching, it helps to know the tools what we use for learning English language how AI can be used to enhance pedagogical experiences. Artificial Intelligence (AI) has a great potential in the field of education.AI features rapid expansion of technology and digital application is influencing as a fourth industrial revolution almost in all spheres of our lives. The startup is released in 2013 by Langua Talk, Langua is possibly the most powerful intuitive AI tool for learning a foreign language. Fabulous options for conversation practice, you’ll see lots of good topics before you start chatting. AI is the best for learning English language, ChatGPI and Talk Pal AI Chat are an AI-powered language learning apps that helps to improve skills of speaking, listening, and writing. It uses language learning and conversational approach also allows learners to practice their English with native speakers and AI-powered chatbots. Hence this paper approaches the potential application AI in language learning through the tools and further, it explores the possibilities of implication of AI in classrooms adopting tools in new teaching and learning approaches and pedagogical modifications. The best AI tools for students in 2024 for comprehensive writing are Grammarly and prowriting Aid apart from these, Google scholar is also an excellent tool for research, while Duolingo caters to language learners. The choice of the best AI tool depends on the students’ specific needs. This paper helps to learn AI tools in language learning and teaching especially for English as second language learners. This paper suggests the study of AI tools using in English language learning and teaching and uses of AI tools.