Pedagogical Discourse Research Articles

Features of the digitalization of the educational and methodological cluster of the scientific and pedagogical expert

The purpose of the study is to highlight the specifics of the implementation of the principles of digitization of the educational and methodological work in a scientific and pedagogical worker. In the modern educational environment, the digital arsenal is effectively used by scientific and pedagogical specialists in their professional activities. Therefore, an urgent question arose regarding the arrangement of the educational and methodological cluster under the requirements of educational strategies. The research methodology uses general scientific methods of scientific and pedagogical discourse, among which we note: analysis, systematization, modeling, and forecasting. Also, scientific and philosophical methodological synergistic principles are used in the scientific article, which allows us to correlate of the use of digital resources with traditional elements of the educational and methodological segment. Elements of the novelty of scientific intelligence are the need to agree on the principles of digitization among all key clusters of higher education. Digitization should be considered a complex mechanism of the work of a teacher at a higher education institution since the innovative paradigm of modern education extends to all segments - educational and methodological, research and organizational. Synergistic interaction allows us to bring to a common denominator the features of digitization of the educational-methodological cluster with all other components of the work of a higher school teacher. This approach ensures an increase in a scientific and pedagogical worker's general level of professional competencies. Conclusion. Therefore, in the modern educational and methodological paradigm, the principles of digitalization are actively implemented, which, in combination with traditional resources, form an effective format for implementing the professional competencies of a scientific and pedagogical specialist

Balance of traditional and innovative ingredients in the modern educational space

The purpose of the study is to highlight the perspectives of educational strategies in which the principles of innovation and traditionality are harmonized. The tasks of the article are focused around the search for theoretical-methodological and educational-practical guidelines for the correlation of innovative ideas with the traditional educational space. The research methodology is based on general scientific methods (analysis, forecasting, systematization), which provide an understanding of the foundations and features of scientific and pedagogical discourse; philosophical and scientific methods (synergy, dialectics), thanks to which awareness of the coexistence and interaction of educational elements or development strategies is formed. Elements of the novelty of scientific intelligence are focused on taking into account the cultural norms and traditions of the community in which innovative transformations are implemented in the educational space. Sociocultural realities can play the role of a barrier or a favorable environment for information and communication technologies in the educational sphere. Consequently, educational systems are being transformed in today's dynamic world along with other spheres of social activity, actively using digital potential. At the same time, cultural traditions are a stabilizing factor in innovation processes, which allows us to clearly position the role and status of the digital environment in the educational space. The use of ICT has its own characteristics and determines the priorities of future educational strategies. Conclusion. Therefore, maintaining a balance between the classical educational system and new educational environments is the key to the harmonious development of this sphere of social activity in the context of socio-cultural progress.

Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing

Despite the proliferation of video-based instruction and its benefits—such as promoting student autonomy and self-paced learning—the complexities of online teaching remain a challenge. To be effective, educators require extensive training in digital teaching methodologies. As such, there's a pressing need to examine and comprehend the intricacies of instructors' communication patterns within this context. This research addresses the pressing need to understand pedagogical discourse in online video lectures in Algebra classes by employing computational linguistic tools and natural language processing (NLP). Using transcripts from 125 Algebra 1 video lectures—comprising 4962 instances of pedagogical discourse—from five instructors at Math Nation, a virtual math learning environment, we analyzed the conveyance of linguistic, attitudinal, and emotional nuances. With the aid of 26 Coh-Metrix and SÉANCE features, we classified educators' language choices, achieving an accuracy of 86.7%. Furthermore, variations in language choices, as signified by discourse markers, were examined through a K-means clustering approach. The resulting 17 clusters were grouped into interpersonal, structural, and cognitive pedagogic functions. Through this exploration, we demonstrate the promising potential of NLP in efficiently deciphering pedagogical communication patterns in video lectures. These insights open a new avenue for research, aimed at assessing the efficacy of digital instruction by scrutinizing pedagogical discourse characteristics in computer-based learning environments.

PERSONAL POTENTIAL AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

The article highlights the interpretations of the multifaceted concept of “personal potential” available in the modern scientific and pedagogical discourse. It is noted that the concept of “personal potential” primarily characterizes the internal physical and spiritual energy of a person, its active nature, focus on creative self-expression and self-realization. It is asserted that the basis of key approaches to determining personal potential lies in the understanding of the problem of personality, the development of which, starting from the last century, is being conducted until now in both Ukrainian and foreign scientific circles. The broad interpretation of the key word “potential” in the concept of “personal potential” is based on its consideration as a source and measure of a person’s capabilities and resources exploited to achieve a certain goal. Personal potential is made up of aptitudes, inclinations, interests, the desire to create something new, the manifestation of general intelligence, perseverance, purposefulness, determination, hard work, and the ability to develop personal strategies. It is emphasized that the potential should be considered in relation to the activity and interpreted not as a state of temporarily unused resources, but as an ever-increasing readiness to solve increasingly complex tasks that may arise before the individual. Personal potential is always a plane of personal growth with opportunities for self-actualization and self-improvement of the individual. The fenimenon under study is a dynamic, integrative quality of a person that characterizes the extent of his capabilities and resources for effective life activities, determines his readiness and ability for self-realization and self-improvement. Such types of human potential are outlined, such as: epistemological, axiological, creative, communicative, professional, spiritual potentials.

Educational and pedagogical discourse and its axiological component in the framework of the third generation cognitive research

In this review, we intend to consider the possibility of analyzing the pedagogical discourse and its axiological component within the framework of the traditions of the third generation cognitive approach. The study of educational and pedagogical discourse is of interdisciplinary nature. Researchers from various areas of social sciences explore categorical, genre, social, linguistic, and other features of educational and pedagogical discourse. We propose to look at axiological component of educational and pedagogical discourse from the perspective of third-generation cognitive linguistics, in which the main function of language is the orientation of individual members of a particular social group. Within the biocognitive perspective, educational discourse is perceived as a part of linguistic interactions in the public sphere. It is suggested that the domain of written texts have a primary position in the public linguistic domains compared to natural language in the consensual domain of personal and family linguistics domains. In the center of this approach lies the understanding of language as a cognitive activity specific to humans as biological species. Both community and its individuals are co-determined in language and through language, and language is viewed as an interpersonal activity far from a stable system of symbols. In the relational domain of linguistic interactions between individual and society social values have a potential to exert an orientational influence on individuals.

The value of the pedagogical discourse in modern educational environment

The value of the pedagogical discourse in modern educational environment

Exploring Mathematics Teachers’ Noticing as Pedagogical Discourse Through an Adapted Lesson Study

Although positive effects of lesson study on teachers learning are reported, only some studies have investigated teacher noticing as an analytical tool for supporting teachers with an explicit focus, as in LS, and more empirical evidence is needed. This qualitative interpretive case study design aims to investigate the noticing processes of a group of mathematics teachers conducting a lesson study cycle focused on teaching algebraic expressions using manipulatives in middle school. Data is collected through the audio recordings of the participants’ lesson study meetings. Participants were six elementary mathematics teachers who attended a graduate course selected based on voluntariness. This study aims to incorporate Lee and Choy’s (2019) teacher noticing framework with Sfard’s (2008) commognitive theory, which views learning as changes in discourse and noticing as a discourse structure covering observation, interpretation, and reasoning processes (van Es, 2011). Results showed that teachers focused more on aspects of students’ learning than issues of their instructional practice. However, their noticing was mostly related to future decisions and actions regarding issues of teaching methods and sequencing of the lesson, whereas teachers’ dominant noticing form related to students learning was interpretive. Results illustrate the applicability of these noticing frameworks as an analytic tool where noticing is conceptualized as a pedagogical discourse for the analysis of a lesson study review discussion by a group of mathematics teachers who focus on teaching algebraic expressions.

A Bernsteinian analysis of the recontextualisation of knowledge in the plant biotechnology lessons

<p>The goal of this study was to explore the recontextualisation of knowledge in the plant biotechnology lessons at the Copperbelt university in Zambia. The study was aimed at understanding the pedagogic discourse which the biology education students experience during their training. The study used a qualitative approach to collect and analyse the data. Observation method was used to collect the data by video recording three lessons. Bernstein’s framing and classification concepts were the analytic tools in this study. Atlas ti 8 software was used to analyse the data. The study found that the framing was strong in the hierarchical rules, selection, sequencing, pacing and that the evaluation criteria and that the framing was weak in the evaluation criteria. The classification was weak (C-) in the inter-disciplinary relations, inter-discursive relations and in the intra-disciplinary relations. These findings indicate that biology education students were not adequately prepared to teach biology in secondary schools.</p>

Speech Genre of Reminder and Discursive Conditioning of its Features in Virtual Pedagogical Discourse

The study examines the genre-defining features of the speech genre “reminder” in virtual pedagogical discourse. The relevance of the research is determined by its inclusion in the problems of modern discourse studies (the problem of discursive conditioning of the genre) and virtual pedagogy (the involving of computer technologies as a means and platform for learning in the information-educational environment). Based on T. V. Shmeleva’s genre survey, the genre features of the speech act “reminder” are described, taking into account their determination by communicative-pragmatic conditions in virtual pedagogical communication. It is established that invariant features of the genre include (1) a communicative goal, which is related to the need to activate the addressee’s existing knowledge, and (2) the presence of language markers — syntactic constructions modeled by verbs remind, remember, and don’t forget. The discursive conditioning of the genre is manifested at the level of its dictum content (the sphere of pedagogical communication united by the semantic field “Teaching”), participants in communication (status-oriented roles of communication participants), and those substantial characteristics that are determined by the electronic information carrier (attachment of media files, communication interactivity).

Postmodern Artistic Discourse in the Training of Students in Pedagogical Specialties

This text puts the primary emphasis on the relationship of postmodern time and artistic discourses in the context of the Higher School. It attempts to analyse the advantages and disadvantages of postmodernism in relation to artistic texts that can be used in pedagogues’ training. Postmodernism is a whole movement of ideas that changes perspectives on both learning and teaching, and it is up to us to use them successfully. Particular attention has been paid to reading as a cultural and pedagogical phenomenon, which significantly determines the direction in understanding and interpreting artistic texts for instructional purposes. The message of this study is that the artistic pedagogical discourse and texts of postmodernism have new characteristics and issues that are to be known and applied correctly by teachers in their professional thinking

O discurso pedagógico para o ensino de sociologia, em três atos

The presence of Sociology in the school curriculum is the result of educational policies which, based on the political situation, establish the pedagogical discourse that guides educational objectives and is reflected in the classification of knowledge and its framing in pedagogical practice. In this context, the aim of this text is to analyze the classification and integration of sociology teaching and its repercussions in three historical periods, from 1982 to 2022, which exemplify the defense, inclusion and exclusion of compulsory sociology in the school curriculum. In the three periods analyzed, the first two raised the importance of Sociology as a school subject. However, the third period marked a turning point in the achievements, representing a setback for science education.

Teaching parenting in a pandemic: social and pedagogical discourses

ABSTRACT In many countries the COVID-19 pandemic has been managed through lockdowns including school closures which require parents/guardians to take responsibility for overseeing children’s education. Lockdowns also left parents supervising more of their children’s informal time. Parenting has always been the subject of adult education, both formal and institutional and informal via networks, books and media advice. This article undertakes a critical discourse analysis of a small selection of media texts offering advice and guidance on parenting in the pandemic. The analyses suggest that the pandemic context generated a discourse of crisis and urgency which intensified pressure on parents to conform to a specific model of the ‘good parent’. ‘Good parents’ follow the guidance of experts and closely discipline and regulate themselves and their children through the careful management of time, space, emotions and relationships. During the temporary suspension of societal institutions, most notably schools and workplaces, which normally perform these disciplinary functions, parents and families are in the spotlight and their performance is therefore subject to more intense informal education and management.

Changes in Students’ Attitudes Toward Service Learning and Immigrants/Refugees in the U.S.: Insights from Comparing First Year Learning Communities

This study analyzes attitudes that first year students from three different learning communities (LCs) had about service learning in general and their actual placement with a West African refugee and immigrant community in particular. Similar to other studies, we found that students who spent more hours engaging with West African refugees and/or immigrants were more likely to support including service learning in the curriculum. Importantly, this research adds to the pedagogical discourse around service learning by revealing that the LC, and by extension, the professor(s),were even more important than the number of completed hours. Students in onlyone LC overwhelmingly agreed that the service learning hours made them more aware of their own biases, helped them develop problem-solving skills, and made them see how the subject matter of their LC is relevant to real life. Our analysis shows that this statistically significant difference is explained by how well service learning hours were integrated in the LCs (e.g., percentage of the grade assigned to the experiential hours, number and type of reflective assignments) and the degree professors were (not) part of the actual experiential hours. Hence, this study makes explicit that service learning courses are most likely to have the intended outcome when experiential hours are an integral and important part of the class; moreover, this study demonstrates the crucial role of the instructor(s) in this process.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:swiss;mso-font-pitch:variable;mso-font-signature:-536870145 1073786111 1 0 415 0;}@font-face{font-family:Cambria;panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1073743103 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0in;margin-bottom:.0001pt;text-indent:.5in;line-height:200%;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Cambria",serif;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}div.WordSection1{page:WordSection1;}

THEORETICAL ISSUES OF FUTURE TEACHERS’ SUSTAINABLE PROFESSIONAL SELF-DEVELOPMENT

The article highlights some theoretical issues which are crucial for future teachers’ consistent professional growth. The paper touches upon the essence of the concept of «professional self-development» within the framework of teacher training. The research fundamental idea is traced back to its scientific origins an analysis is conducted to define the concept. It is stated that despite many published works that focus on or address a particular topic, there is ambiguity of approaches to the interpretation of «professional self-development» in scientific and pedagogical literature. The paper presents Ukrainian and foreign scientists’ understanding of the essence of professional self-development. The research reveals that in contemporary pedagogical science, professional self-development is viewed as a multifaceted concept. According to scientists, professional self-development of a teacher is regarded as a distinct activity that follows a particular structure, which includes elements such as motives, goals, content, subjects, objects, means, implementation conditions, approaches and outcomes. The concept and fundamental nature of «professional self-development» are analyzed and explored. According to the concepts of scholars, the author's definition of this phenomenon is explained, specifically within the context of the terminological field of training future teachers for their profession. Within the current scientific space, there exist multiple definitions of the term «professional self-development», each with their own distinct differences and variations determined by the researcher’s perspective, subject area of study, scientific beliefs and interests. Upon analyzing the conceptual and terminological framework of the research, it can be concluded that although there are numerous interpretations of the central concept in pedagogical discourse, professional self-development of future teachers is primarily regarded as a deliberate and innovative approach that involves improving one’s own personality and developing oneself into a professional. The author states that professional self-development is an essential aspect of pedagogical activity and a crucial element of contemporary teacher training. Key words: future teacher, professional self-development, teachers’ training, professional growth, self-education.

Mamá Osa in the Mountains: African Ascendientes' Embodiments of Fugitivity and Freedom in the Americas

Abstract: Women who are multiply marginalized find innovative ways to conjure prestige and assert their dignity within oppressive societies. In this essay, I apply a Mami-informed de/colonial approach to analyze the life of one such woman: my grandmother Rosa. In 1936, Rosa (Mamá Osa) moved to the sierras of Sánchez, Samaná, Dominican Republic to resist the anti-Black patriarchy she experienced. By sharing my grandmother's story, I underscore the value of multiply marginalized women being in community with one another as a counterpoint to the liberal goal of integration. I draw parallels between the oral history of her decision to start a new life in the mountains and the written accounts of the sixteenth- and seventeenth-century maroon communities of the Americas. I also examine Dominican feminist writings during my grandmother's era to contextualize her life narrative. In making explicit how past Dominican feminist and pedagogical discourse were inaccessible and marginalizing to freedom-seeking women like my grandmother, I urge scholars who trace knowledge systems around the world to continue to examine the sources of feminist thought.

Globalization in pedagogical discourse

Globalization in pedagogical discourse

B. Shaw’s play «Pygmalion» in the perspective of interdiscursivity

In the article, discourse of B. Shaws play Pygmalion is studied from the standpoint of view of interdiscursivity theory with the use of methods of critical, linguopragmatic and sociolinguistic analyses. The authors definition of the term interdiscursivity is given. Within the analyzed book, a number of discourses are singled out. Among them are mundane linguistic, philosophical and pedagogical discourses. It is pointed out that in the light of their mundane, non-institutional character, these discursive spheres have not been studied in detail even though the scientific interest to mundane discourses is growing. These considerations determine the importance of the undertaken research. The main discourse of B. Shaws paly Pygmalion is recognized to be mundane pedagogical one. However, the latter is determined by the hero of the play Higginss mundane philosophy who takes on the role of the teacher. His pupil is Eliza Doolittle, a poor flower girl, who speaks a dialect of the English language, viz. cockney. In the process of research, it is found out that if mundane pedagogical discourse is understood broadly, it can include the sayings of other characters of the book Higginss friend Pickering, Higginss mother, etc. The most important linguopragmatic opposition of mundane pedagogical discourse is recognized to be politeness impoliteness which is expressed communicatively as the result of uneven distribution of power between the teacher and the pupil which in the course of everyday mundane interaction may be significantly reviewed, for example be reversed in the pupils favor. The lack of institutional limitations enriches the speech genre specificity of the studied discourse which is hybrid in its essence, i.e., located at the intersection of different discursive practices.

The gap between juridical and pedagogical discourses concerning preventing and countering abusive treatment in preschool policy documents

ABSTRACT The basic idea of a Swedish preschool is that it is a place where children can learn and experience growth in a variety of areas, not least in the social area. According to the Education Act all preschools must annually document and evaluate planned work to prevent and remedy abusive treatment. The aim of this article is to analyse if and how the discursive gap between the juridical and pedagogical assignments given to preschools in national policy documents becomes visible in local policy plans concerning the prevention and remedy of abusive treatment. The empirical material consists of 89 documents. The result makes it clear that the juridical and pedagogical discourses contain a gap in local policy plans, making it unclear whether a juridical perspective or a pedagogical perspective on abusive treatment is to be used when preventing and remedying abusive treatment in practice.

Analysing Pedagogic Discourse through the Teachers' Use of Space in EFL Classrooms

In language classrooms, the use of space has the same potential as language in shaping the pedagogical process. This study analyzes different types of classroom space and how they are used by two teachers to make different meanings. The analysis was carried out by focusing on the positioning of the teachers during lesson stages, namely Openings, Sequencing, and Closings based on the semantic categories of classroom space developed by Lim et al. (2012). The results explicated the use of four different types of space, namely authoritative space, personal space, supervisory space, and interactional space to create learning experience and how they are redefined by the teachers for specific reasons. The findings of this study are expected to provide insight as to how classroom space as one of the semiotic resources is crucial to the pedagogical process and therefore offers a way for teachers to evaluate and transform how they approach their teaching.

Exploring the Recontextualisation of Biotechnological Knowledge in the Plant Biotechnology Course: A Bernsteinian Analysis

The purpose of this study was to explore the recontextualisation of knowledge in a Plant biotechnology course. The goal of the analysis was to understand the structure of the pedagogic discourse which the biology education students were to experience during their training. The aim of any training is to prepare the students for their future profession. In this case the training is aimed at preparing the students for teaching biology in secondary schools in Zambia. Studies have indicated that, to effectively prepare the students to teach biology in secondary schools, the students need to experience a pedagogic practice characterized with both weak and strong framing and a weak classification between the discourses. The analysis will also inform the practitioners of the knowledge to be taught and how the knowledge is to be taught. The research question which guided the study was: How is knowledge recontextualised in a plant biotechnology course? Bernstein’s classification, framing, recognition and realization rules were used to analyze and interpret the findings in relation to the training of the teachers. Indicators were developed to guide the analysis. An inductive approach was used to analyse the document. Atlas ti 8 was used to analyse the document. The findings indicated that the document is strongly framed in the selection and evaluation criteria, weakly classified in the relations between discourses. There was no indication of sequencing, pacing and the hierarchical rules in the document. The findings indicate a weak recognition and realisation of the text.